Systematic review on the perceptions of indigenous intercultural education in Brazil since 2010

Abstract

This article presents a systematic analysis of Intercultural Education in Brazil, reviewing academic production on intercultural education courses since 2010 and highlighting the various domains in which they have been implemented, as well as their significant perceptions. Currently, 26 undergraduate programs for Indigenous teachers are offered at Federal and State Universities, Federal Institutes, and some private institutions. We examine the defining characteristics of these courses and the educational outcomes of their implementation. The study follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to conduct a systematic literature review. Findings indicate limited debate on the methodological and pedagogical approaches adopted and on which practices have proven most effective in advancing Indigenous intercultural education.